Perkins IV Consortium Application FY13 (2012-2013) COVER SHEET Pine Technical Consortum
Perkins IV Consortium Application FY13 (2012-2013) COVER SHEET Pine Technical Consortum Please complete the following: CARL PERKINS - Secondary Contact Person: _Becky Maki__________________ Address: _1400 Main Street Pine City MN 55063__________________________________ Phone: __320 629 4043_ FAX:__320 629 4041____ E-Mail: __bmaki@pinecity.k12.mn.us___________ CARL PERKINS - Secondary Fiscal Agency:_ St.Croix River Education District Business Manager:__Joyce Johnson____________ Address: 425 S Dana PO Box 637 Rush City, MN 55069 ___________________________________ Phone: _320-358-3616____FAX:__ 320-358-1250__ E-Mail: _ jjohnson@scred.k12.mn.us___________ *District #__6009-61___________ District Type__61 (*for electronic payment purposes) CARL PERKINS - Postsecondary Contact Person: __Nancy Mach_______________ Address: _ Pine Technical College 900 – 4th St SE Pine City MN 55063____________________________ Phone: __320-629-5173 _____FAX:__ 320-629-5101_ E-Mail: __ machn@pinetech.edu______________ CARL PERKINS - Postsecondary Fiscal Agency:___ Pine Technical College_________ Business Manager:___ Janis Wegner_____________ Address: __same as above______________________ Phone: _320-629-5123_FAX:___ 320-629-5101_____ E-Mail: __ wegnerj@pinetech.edu__________________________ District/Agency Name/College Name Secondary Type & Number Pine Technical College Rush City 139 01 Pine City 578 01 Hinckley Finlayson 2165 01 East Central 2580 01 Mora 332 01 Braham 341 01 (*Use extra rows or sheets if necessary) 1 Consortium Plan Narrative The consortium plan narrative describes how your consortium plans to improve career technical education in your geographic region and address the required and permissible activities under the Perkins Act. Please respond to each of the following questions. 1. How does your plan support the career technical education programs in your consortium? What initiatives included in your plan support new or significantly improved CTE programming? Describe how you have selected the programs that will receive support and how the consortium, as a whole, will benefit from the Perkins expenditures. [Sec.134 (b)(1)] The consortium plan supports what CTE programs remain in our 6 districts. Strategies were developed to maximize career laddering between secondary partners’ curriculum with program majors- as well as the Dept. of Labor grant programs - offered at the post-secondary partner, Pine Technical College (PTC). Two new initiatives in the consortium are Project Lead the Way (PLTW) and a robotics curriculum, both built for secondary use. This curriculum is designed to transfer into PTC at two levels: diploma in machine technology and an AS in manufacturing technology. The AS degree is designed to transfer into a BAS in applied engineering at Bemidji State. The PLTW program has received secondary support because of its connection to high academic standards and a core academic curriculum. Secondary equipment needs have been procured through grants and PTC’s supporting robotics and manufacturing technology is in place on campus and in a mobile lab. 2. Please describe the process you used to analyze and interpret performance on accountability indicators, and how the expenditure of funds in your plan support improved performance on negotiated performance targets. [Sec. 134 (b)(2)] Post-secondary: Withdraw spreadsheet developed spring 2011 and used through spring 2012. Courses tracked by # of withdraws (W’s on student’s transcript). Programs with highest number of withdraws have been identified. Counselor worked with program. faculty to develop a sequence of coursework that will ensure completion of program by spring 2013 for students with 16 or less credits remaining for graduation and Technical Skill Attainment (TSA). Perkins funds were used to add coursework that would ensure completion and TSA. Secondary – The initial phase of Project Lead the Way was implemented in Pine City Schools FY12. All 9th grade students will complete the first quarter of a STEM class in FY12. PLTW’s Pathway to Engineering will pilot at PCHS in FY13. The first STEM class will be offered as an elective at the Pine City ALC in FY13. These courses are designed to apply math and science skills to real-world applications and to improve the performance in math performance targets and nontrad participation targets. Perkins dollars will be used to support the STEM course offering at the ALC for Pine City and area students. 3. Describe how you determined that the CTE programs supported in your plan will be of quality and attract sufficient enrollment or meet regional needs. How have you worked to align the standards in your CTE programs with academic and technical standards recognized at the state or national level? [Sec. 135 (b)(8)] PLTW is aligned to national and state standards in math and career / technical standards. It has demonstrated real world work application. A parent of a 9th grader recently responded to the course by saying “that’s what I do at work!”. All PCHS students are taking the initial stem course. Included in this plan is support for the course at the ALC. This support will include recruitment for the class and tutoring as necessary to retain students in the STEM course. At the post-secondary level all health science POS coursework has been reviewed for industry relevance by the Allied Health task force and new programs created (Medical Assistant and Phlebotomy) had strong industry support before going through the program approval process within MnSCU. 4. Describe how students are provided with strong experience in, and understanding of, all aspects of the industry. [Sec.134 (b)(3)(C)] 2 Students are participating in the following activities that are supported through Perkins funds in area schools: weekly business and industry site visits trips amongst CTE classes and ALC classes - ALL Mora 9th graders visit a college - 2/3 - tech college all Mora 10th graders do a "mock interview" in the community exposing them to mentors and industry, guest speakers in all CTE classes, Occupational/Career Visits by community experts in the counselors area - students access Naviance and interface with industry and college representatives, site visits mini occupational videos through Iseek - Exploring Your Future class and area schools participate in Gold Collar Career Day at Pine Technical College. Students engagement with high demand, highly skilled employers and industry leaders during this full day experience at Pine Tech College. Students also participate in the Fon du Lac Career and College event, over 30 employers are present and available for student interviews and informative presentations. 5. Please describe the consortium’s plan for providing sustained, high-quality professional development and how this plan is supported by expenditure decisions. [Sec.135 (c)(8)] Professional development at the post-secondary level is absorbed by the college and no Perkins funds are used in support of that. Professional development is dictated by program review, advisory committees and industry certification/required technical skills assessment. Pine Technical College partners with the consortium districts to offer college in the schools (CIS), courses designed for seamless transition into post-secondary. Within CIS secondary teachers are mentored and receive professional development, where necessary, in programs where POS’s are identified. Secondary: Staff development funds are being requested for secondary staff attending PLTW training. This training will prepare the instructor to implement the Introduction to Engineering and Design (IED) course at the secondary level. Funding for this initiative has been leveraged by a $35000 grant from Project Lead the Way. 6. How do your consortium members recruit teachers and faculty to fill CTE vacancies? Describe any special efforts to recruit individuals from business and industry into the teaching profession. [Sec.135 (b)(5)(A-D)] At the post-secondary level all job postings are sent to business and industry within the trades programs. Degree credentials are critical for post-secondary faculty but just as important are years employed outside of education. Bachelor degrees in applied science areas are encouraged and supported at PTC, with tuition credits offered for non-credentialed faculty to update their academic portfolio. Secondary: All available posting sites will be utilized to secure a new Work Experience Coordinator for the first year of a new program at the secondary level. The Perkins coordinator has been working with the district supt. to optimize the potential hiring potential. A greater current challenge in the secondary consortium schools is to maintain the current CTE program offerings. Districts are seeing declining enrollment in CTE courses due to an increase in mandatory courses to graduate and demands that students remain in courses to improve basic math and reading skills. Students must be in a math course through graduation until they pass the math standards test. The argument is being made that students can improve their math and reading skills through CTE preparation but students are still required to be in a designated math course. In the near future a number of position changes will occur in CTE programs. Recognition is given towards business and industry experience in the hiring process. 7. Beyond technical skill assessments, what other tools and data sources does the consortium use to evaluate student performance? How did this evaluation influence this plan? [Sec.134 (b)(7)] Pine Technical College uses several assessments to evaluate student performance: completion and retention rates, Community College Survey of Student Engagement (CCSSE), course evaluations, and input from advisory committees. Input from students and employer (advisory committees) assists the college in revision of curriculum and development of new programs. Student input from CCSSE and course evaluations also has a direct impact on student support services. These services are constantly reviewed to develop the most effective way to encourage academic success, 3 specifically in retention and completion. Secondary schools utilize MCA data, accuplacer, EXPLORE and general outcome measures (GOM) to evauate student performance. This data has been analyzed in tracking math and reading performance in the consortium. 8. How have you used the 10 elements of rigorous programs of study (found at http://www.cte.mnscu.edu/forms/documents/POS_TEN_SUPPORTING_ELEMENTS.docx) to assess your consortium’s efforts? In what ways did your self-evaluation of the 10 elements of rigorous POS influence the selection of activities and strategies found within this plan? [Sec. 135 (b)(1)] In reviewing the Perkins plan for our consortium, we have selected activities that support the 10 elements of rigorous POS’s. We have (a) maximized our partnerships, college and career readiness activities, and course sequencing (b) adhered to legislation and policy (c) allotted for professional development (d) have evaluation systems in place (e) have 3 solid transfer agreements from our 2 year programs to bachelor level degrees(f) work extensively providing counseling and academic support services (g) demonstrate innovative instructional approaches in technical coursework (PLTW and manufacturing). The self-evaluation process of the POS gives clear insight into the strengths and weaknesses of our consortium. Our progress has been slow but steady. Our core group of counselors, secondary and postsecondary staff and advisory councils are making careful progress towards the goal of developing and implementing POS within the consortium. A key development in the process has been the designated work time given to the counselors last summer and will continue this summer during an already designated work day. Our goal this summer is to develop 10 programs of study within the 6 districts with 1 POS in each field. This will include identifying a TSA for each approved POS. 4 Goal 1: Designing & Implementing Programs of Study: Goals, Objectives and Strategies Possible topics for inclusion under this goal Program of Study (POS) Design and Implementation – It is recommended that each consortia have at least 1 POS in each career field. POS are encouraged to be developed in high-skill, high-wage, or high-demand occupations [State requirement; Sec 134 (b) (3) and (b)(8C)] Secondary teacher and postsecondary faculty and counselor involvement [State requirement; Sec. 134 (b) (5)] Professional development needs of teachers and faculty in POS as well as other programs [Sec. 134 (b) (4)] Opportunities for early college credit [Sec. 135. (c) (10)] Improvement of academic and technical skills of CTE learners [Sec. 134 (b) (3) Assessment of core technical skills across high school and college that use valid (measures the content) and reliable (consistent over time and among students) assessments [Sec. 134 (b) (3 B.) and Sec. 135 (c) (19)] Addressing the needs of adult learners through adult basic education and/or nonAll Aspects of the Industry included in all POS [Sec. 134 (b) (3 C.)] credit training in Adult Career Pathways [State Plan; Sec. 135 (c)] Goal 1 Narrative: The consortium will continue to work with MPOS to develop programs of study that build on existing partnerships with industry and business, provide seamless transition of CTE students from secondary to post-secondary, and assist the adult learner in Adult Basic Education (ABE) to become ready for training in adult career pathways. Strategies & Activities Outcomes 1. The consortium develops POS’s at the secondary and postsecondary level designed with a partnership of counselors, secondary and post-secondary faculty, and program advisory committees. Secondary students and their families will utilize the Programs of Study design in planning their coursework 9-12 to create a seamless transition into post-secondary 2. In development with postsecondary business and industry partnerships, PTC facilitates training of secondary teachers in Technical Skills Assessment (TSA) for manufacturing, early childhood development and allied health. Career and Tech Ed secondary teachers attend technical skill assessment training in POS areas and use the assessments as part of secondary grade reporting Post-secondary students who earned college credits in a secondary POS will have a higher completion rate than students w/o secondary credit Measures Projected Budget by Objective 10 Programs of Study developed, implemented and utilized at each of the 6 secondary districts – Consortium will track # of secondary students earning credit within a POS Secondary $2400 Counselor stipends Post-secondary - reserve $5000 Support Services to assist students with completion 5% increase in completion rate of postsecondary students earning POS credits vs. no - POS credit 2P1 target = 58% One technical skill assessment used as part of student’s final grade at secondary level Baseline target created for TSA use as advanced standing credit at post-secondary level increasing the completion rate of post-secondary students 1P1 target = 94.0% 5 Post-secondary – reserve $3000 Substitute and transportation stipends for secondary faculty to attend TSA workshop 3.Utilizing Pine Technical College’s (PTC) adult learner consortium, PTC offers Certified Nursing Asst. training within the Health Care Core curriculum to ABE learners. PTC designs career ladder in allied health that the adult learner completes on a part-time basis. Adult learners in ABE earn Nursing Assistant certificates and increase their employability rate 80% of ABE students successfully complete Nursing Asst.certificate and earn related employment Adult learners use the career ladder to develop a plan to complete the practical nursing diploma 40% of nursing assistant students who enroll in the practical nursing diploma program due to effectiveness of career ladder 4.In collaboration with ABE, PTC creates a process for credit for prior life learning in technical education. Collaboration with ABE to provide adult learners with life experience credit in technical education at the PCALC 2P1 target = 58% 5 adult learners attain their adult diploma FY 2013and become career ready Post-secondary – reserve $1500 Post-secondary consortium director facilitates credit for prior learning process/adult learner Provide coursework and career assessment for adult learners at the PCALC 5. The consortium promotes postsecondary articulation agreements with 3 universities for Bachelors of Science degrees in: engineering (Bemidji), birth to grade 3 education (SMSU , and nursing (Winona State). Students completing two year technical degrees have a seamless transition into a bachelor level degree in an area of applied science or bachelor of science 20% of manufacturing, early childhood, and nursing mobility students move into BS programs due to ease of transition 6. The consortium will develop a career and technical career center at PTC involving secondary and postsecondary CTE faculty to guide and prepare students for CTE careers. 7. Increase availability of CTE courses to outstate districts Career Exploration course offered as hybrid course to College in the Schools (CIS) students in preparation for post-secondary program selection 10 students from 6 districts enrolled in careers course 80% of these students select a postsecondary major upon completion of careers course ITV linkage for postsecondary and secondary CTE courses at the secondary level Maintain 3S1 level of completion at 99% 3P1 target = 40% 6 Secondary 9600 8. Secondary teacher, postsecondary faculty and counselor involvement to provide transitions including postsecondary planning, student preparation and guidance in CTE fields Final year of the development of a pilot career tech center to serve secondary students on site within their school Student access to on site career center, program of study information Maintain number of CTE students who pass all the requirements for graduation (4S1) at 94%. Student access to postsecondary options, career/technical options through counseling support Naviance support at secondary site Professional development for Two week staff development training to Implementation of the Engineering and teachers and faculty in POS and the implement the Introduction to Engineering and Design (IED) course at PCHS Every 9th grader at PCHS participates in a PLTW initiative Design (IED) course initiative FY13 PLTW Stem class 15 students participate in IED class at PCHS 10 ALC students participate in STEM class delivered on site at the ALC Use of Funds: Highlight or Bold the required and permissible activities addressed above (“R” for required and “P” for permissible). R1 Academic Integration R2 Programs of Study R3 All Aspects of an Industry R4 Develop/Improve/Expand the use of Technology R5Professional Development R6 Assessment R7 Initiate/Improve/Modernize Technology R8 Size/Scope/Quality R9 Special Populations R10 Collaboration R11 Articulation P1 Advisory Committees P2 Counseling P3 Work-Based Experiences P4 Additional Special Populations P5 Student Organizations 7 Secondary Reserve 6626.22 Secondary 1200 Secondary Reserve 2000 P6 Mentoring/Support Services P7 Equipment Leasing/Purchasing/Upgrading P8 Teacher Preparation P9 Alternative Formats P10 Student Transition P11 Entrepreneurship Goal 2: Effectively Utilize Employer, Community, and Education Partnerships Possible topics for inclusion under this goal All Aspects of the Industry, including work-based experiences and internships [Sec. 134 (b) (3 C.)] Program advisory committees involved in identifying high-skill, high-wage, or high-demand occupations within the region [Sec.134. (b)(8 C.)] Program advisory committees that are involved in continuous program improvement and are established consortium-wide, where feasible, including movement to joint secondarypostsecondary advisory committees [Sec. 134 (b)(5)] Partnerships with other initiatives or providers that support transitions for high school and adult students. Examples: ABE, business, labor, WorkForce Centers, customized training, programming conducted under NCLB, and alternative high school programs (Area Learning Centers, alternative high schools, charter schools, etc.) [Sec. 135 (b)(5)] Collaboration that leads to improving CTE programs (e.g., WorkForce Center, non-profits, service organization, Chambers) [Sec.134. (b) (5)] Goal 2 Narrative: In collaboration with Pine Technical College’s (PTC) program advisory committees, PTC’s Allied Health and H2B grant programs, the Manufacturing Alliance, and the Early Childhood Coalition, the consortium continues to provide opportunity and training for all learners in career readiness, work experience (prior learning) recognition, and early college options (college in the schools and concurrent enrollment). Strategies Outcomes 1.In partnership with PTC’s program advisory committee in manufacturing and the Manufacturing Alliance, PTC facilitates Gold Collar Career Day for secondary juniors and seniors. Secondary students and teachers have greater understanding of STEM requirements for careers in technology, specifically manufacturing technology 2.PTC continues to provide secondary districts access to mobile manufacturing and plastics extrusion labs – designed to be used with robotics and Project Lead the Way curriculum including concurrent enrollment options Secondary districts surveyed to determine if the mobile manufacturing labs increase career awareness and concurrent enrollment, specifically in STEM courses 8 Measures Projected Budget by Objective In post-survey - 85% of students and teachers indicate they have more knowledge of STEM connections to mfg. careers In post-survey - 90% of students indicated they know what math and science courses are needed to prepare for mfg. career 60% of students surveyed enroll in STEM courses STEM concurrent enrollment courses increase by 15% Post-secondary – reserve $2412 Facilitation and substitute and transportation stipends for Gold Collar Career Day 3.In partnership with Pine City School District, PTC will participate in and facilitate STEM grant activities for grades 10 - 12 PTC will work with PCHS to develop College in the Schools (CIS) coursework in technology, science and math Engineering and Design (PLTW) course initiative implementation in FY13 STEM class delivered on site at the Pine ALC 9th grade STEM class at PCHS 4.The consortium will develop one new concurrent enrollment (ITV) course and maintain the existing course offerings in the allied health career pathway Enrollment in health science pathway will increase Course will increase seamless transition into post-secondary POS 5.Working with the Early Childhood (ECD) Coalition, continue to promote the career ladder opportunity for seamless transition in ECD from secondary through completion at the Bachelor degree level. Work with secondary faculty to increase ECD advanced standing opportunities for students and thus increase completion rates at postsecondary 6. Working with PTC faculty in ECD, continue to offer internships at the two year level to prepare students for the advanced level of child development within the Bachelor’s degree. 7. Upgrade equipment to meet industry standards Students at the AAS and AS level have required internship at end of program to ensure seamless transition into bachelor’s degree Equipment will be upgraded to prepare students for the high skill labor market Maintain trend level of concentrators in vocational courses (3S1) at 99% 8 Students will have experiences in all aspects of industry Support for student learning in all aspects of industry including internships, work experience and field experience Weekly field visits to industry and training Sites Staffing to support new Work Experience program developed at secondary site Maintain trend level of concentrators in vocational courses (3S1) at 99% 9 Two new courses developed for enrollment fall 2013 Implementation of the Engineering and Design (IED) course at PCHS 125 9th graders at PCHS participate in a PLTW Stem class 15 students participate in IED class at PCHS 10 ALC students participate in STEM class delivered on site at the ALC 10% increase in secondary enrollment for concurrent courses in health science POS One new CIS course offered in health science POS spring 2013 One new CIS course in early childhood developed 10% increase in ECD students moving into bachelor’s degree program 2P1 degree = 50% 10% increase in ECD students moving into bachelor’s degree program 2P1 degree = 50% 10 students in apprenticeship/job shadowing work experience program Secondary 11750 Secondary 5034 Secondary 5995 Use of Funds: Highlight or Bold the required and permissible activities addressed above (“R” for required and “P” for permissible). R1 Academic Integration R9 Special Populations R2 Programs of Study R10 Collaboration P6 Mentoring/Support Services R3 All Aspects of an Industry R11 Articulation P7 Equipment Leasing/Purchasing/Upgrading R4 Develop/Improve/Expand the use of Technology P1 Advisory Committees P8 Teacher Preparation R5Professional Development P2 Counseling P9 Alternative Formats R6 Assessment P3 Work-Based Experiences P10 Student Transition R7 Initiate/Improve/Modernize Technology P4 Additional Special Populations P11 Entrepreneurship R8 Size/Scope/Quality P5 Student Organizations 10 Goal 3: Improve Service to Special Populations Possible topics for inclusion under this goal Access to and success of students in programs of study nontraditional by gender [Sec. 134 (b) (10)] Plan showing connections to local, regional and state wide initiatives that support special populations, e.g. STEM Equity Pipeline, Employment First, etc. Sec.134 (b) (3) (8A &B)] Identification and adoption of strategies and outcomes to overcome barriers for special populations and increase rates of access and success in CTE programs. [Sec. 134 (b) (8 A.) and [Sec. 134 (b) (8 B.)] Description of how individuals in special populations will not be discriminated against based upon their status. [Sec. 134 (b) (9)] High-Skill, High-Wage or High-Demand occupations that lead to self-sufficiency [Sec. 134 (b) (8 C.)] Plan showing that expectations are consistent for all learners in high school and college including members of special populations [Sec. 134 (b) (3)] Goal 3 Narrative: Through consortium partners PTC’s Employment and Training division, Dept. of Vocational Rehab, Central MN Jobs and Training, and secondary counselors, provide access to and success in programs of study for all learners. With all partners, provide necessary support services to ensure access and success are met, and all students are ensured academic rigor is met within an alternative learning format. Increase student involvement in nontraditional career fields though implementation of the STEM (PLTW) course at the Area Learning Center and the new Building and Trades course at the Area Learning Center. Strategies 1.Oversome barriers to success by responding proactively to accommodation and support service requests from special populations 2.Respond proactively for support service request for all post-secondary students with critical focus on retention of underserved population 3.Facilitate welcome event at PTC in Aug. for all new students and their families Outcomes Measures Retention and completion rates for special populations increase as a result of individualized plans in POS’s for student success through: tutoring, mentoring, referral services, mini-workshops, and academic alert program Partnering at the post-secondary level with the Young Parent grant, the retention committee , the retention specialist, and POS faculty mentors for new to college students to assist in easing barriers to remaining enrolled Students more engaged during the first week of their semester by already being familiar with support services and mentoring opportunities offered 11 3P1 target = 35% 5P1 target = 17% 5P2 target = 10% Increase retention rate of new to college students in developmental education from 53% to 60% 75% retention rate (fall to spring) for students who attended new student open house Projected Budget by Objective Post-secondary $69,216 Salary of Disability Director 4.Progress report/alert system utilized to respond proactively for all students with academic needs Electronic alert system used as partnership between counselor, disability director and faculty to determine appropriate interventions for students struggling in post-secondary coursework 60% of students reported on the alert system retained fall to spring and 55% retained fall to fall 4. Identify and adopt strategies and outcomes to overcome barriers for special populations and increase rates of access and success in CTE programs Transportation, child care plans and continuous learning plans will be utilized and implemented through CTE support staffing Maintain number of CTE students who pass all the requirements for graduation (4S1) at 97%. 4. Access to and success of students in programs of study nontraditional by gender Recruit students for the new STEM course at the Area Learning Center and the new Building and Trades course at the Area Learning Center. Recruit and retain students in nontraditional careers in the transportation industry and pre engineering fields Increase NT participation from 17% to negotiated target of 40% Post-secondary $33,727 Salary of Counselor Secondary 9400 Use of Funds: Highlight or Bold the required and permissible activities addressed above (“R” for required and “P” for permissible). R1 Academic Integration R9 Special Populations R2 Programs of Study R10 Collaboration P6 Mentoring/Support Services R3 All Aspects of an Industry R11 Articulation P7 Equipment Leasing/Purchasing/Upgrading R4 Develop/Improve/Expand the use of Technology P1 Advisory Committees P8 Teacher Preparation R5Professional Development P2 Counseling P9 Alternative Formats R6 Assessment P3 Work-Based Experiences P10 Student Transition R7 Initiate/Improve/Modernize Technology P4 Additional Special Populations P11 Entrepreneurship R8 Size/Scope/Quality P5 Student Organizations 12 Goal 4: Provide a Continuum of Service Provision for Enabling Student Transitions Possible topics for inclusion under this goal Flexibility in scheduling and formats that provide access for students [Sec. 135 (c) (9)] Student services that enhance student transition [State Plan] Continuum of Service Provisions/Brokering with other consortia [State Plan] Implementation of CSP relative to (a) programs of study; (b) early college credit opportunities [Sec. 135 (c) (10)] Transition of adult learners into the workforce [Sec. 135 (c) (9)] Improvement of enrollment, retention and completion for military veterans, underemployed, and unemployed adults [Sec. 135 (c) (9)] Goal 4 Narrative: The consortium continues its work to increase opportunities for all programs and activities that promote students’ sequential transition into post-secondary education as well as for workforce readiness. Strategies 1. Provide seamless transition of course work and programs in grades 11 through 14 2. Flexibility in scheduling and formats that provide access for students 3. Transition of adult learners into the workforce Outcomes Measures Projected Budget by Objective Secondary 6100 ZAPS and ACT preparation classes for HS juniors and seniors Career Center support on site at the secondary level including career assessments, PSEO site visits, field study and work force speakers Continue block and evening classes for nontraditional learners at the HS level 25 students complete ZAPS & ACT preparation classes Continue block and evening classes for reentering adult learners to obtain their GED or Adult diploma Continue partnership with PTC to provide adult learners GED assistance / accuplacer support classes 15 adult students complete their GED or Adult diploma and become career ready 50 secondary students have opportunity to job shadow Maintain number of CTE students who pass all the requirements for graduation (4S1) at 94%. 13 4. Post-secondary partner works with consortium to provide workforce and college ready activities to high school students To enhance transition, the college offers FAFSA workshops at 6 consortium schools Post-secondary PSEO advisor works with h.s. counselors to coordinate academic readiness and scheduling of PSEO courses to ensure completion of concurrent coursework Consortium partners provide college in the schools coursework in automotive and manufacturing to encourage job readiness and/or college readiness 2S1 target = 93.04% 3S1 target = 85% 4S1 target = 94.48% 2P1 target = 50% 3P1 target = 35% Use of Funds: Highlight or Bold the required and permissible activities addressed above (“R” for required and “P” for permissible). R1 Academic Integration R2 Programs of Study R3 All Aspects of an Industry R4 Develop/Improve/Expand the use of Technology R5Professional Development R6 Assessment R7 Initiate/Improve/Modernize Technology R8 Size/Scope/Quality R9 Special Populations R10 Collaboration R11 Articulation P6 Mentoring/Support Services P1 Advisory Committees P8 Teacher Preparation P2 Counseling P9 Alternative Formats P3 WorkBased Experiences P4 Additional Special Populations P5 Student Organizations P7 Equipment Leasing/Purchasing/Upgrading P10 Student Transition P11 Entrepreneurship 14 Goal 5: Sustain the Consortium of Secondary and Postsecondary Institutions Possible topics for inclusion under this goal Self-assessment of consortium systems and operations, including fiscal and Use of data for evaluation of student success and continuous program improvement administration [Sec 135 (c) (20) [Sec. 134 (b) (2 & 7) and Sec.135 (c) (19)] Shared responsibility among all partners for collaboration and accountability for Collaborative budget development [State Plan] success [State Plan] Collaborative initiatives between the consortium and stakeholders [Sec. 134 (b) (5)] Promotion of consortium CTE vision [State Plan] Goal 5 Narrative: Perkins coordinators will continue to build a strong leadership team to guide, monitor and plan for the sustainability of the consortium and the goals of the Perkins initiative. The consortium will communicate with secondary and post-secondary partners and advisory committees to increase access and success for all learners and to maximize completion of programs of study to ensure that success. Strategies 1. Coordinate Carl Perkins secondary and post-secondary plans and develop new initiatives within the consortium Continue ongoing assessment of new financial system and coordination of fiscal accounting within the consortium. Promote consortium vision between partners and community 2.The post-secondary partner (Pine Technical College ) will use formalized evaluations to strengthen curriculum and engagement of students to strengthen workforce and career readiness Outcomes Measures Facilitate communication, planning, goal setting and review with all consortium partners in both secondary and post-secondary districts/campuses. 100% of partners informed and participating in new initiatives Projected Budget by Objective Secondary 3218.69 100% compliance with UFARS accounting and new financial state wide system Ongoing communication and review with secondary and post-secondary administrators and business managers CCSSE results for PTC (Pine Technical College) will direct curriculum revisions and the development of new support services to increase retention and completion of all learners in developed POS’s 5% increase in retention after course revisions in Program of Study FY13 4P1 in POS’s target = 82% Use of Funds: Highlight or Bold the required and permissible activities addressed above (“R” for required and “P” for permissible). R1 Academic Integration R9 Special Populations R2 Programs of Study R10 Collaboration P6 Mentoring/Support Services R3 All Aspects of an Industry R11 Articulation P7 Equipment Leasing/Purchasing/Upgrading R4 Develop/Improve/Expand the use of Technology P1 Advisory Committees P8 Teacher Preparation R5Professional Development P2 Counseling P9 Alternative Formats 15 R6 Assessment P3 Work-Based Experiences P10 Student Transition R7 Initiate/Improve/Modernize Technology P4 Additional Special Populations P11 Entrepreneurship R8 Size/Scope/Quality P5 Student Organizations 16 Budget Instructions To complete the required application budgets, please submit the Excel budget summaries for postsecondary, secondary and the consortium budget narrative. These forms are available at www.cte.mnscu.edu in the Forms section (http://www.cte.mnscu.edu/forms/index.html). The file name is FY13 Budget Summaries. Secondary applications must also complete the MDE budget summary available in the same section of the www.cte.mnscu.edu website. 17 SUMMARY FOR PERKINS-FUNDED POSITIONS Complete the space below as it pertains to individuals whose salaries are being paid in part or wholly by federal Perkins dollars. If no dollars are used for salaries, just indicate on the line below and submit with your local application. ___________No Perkins dollars are being used for funding positions. The following are Perkins-funded positions and require Personnel Activity Report(s) to be completed: Name Gloria Baker Kathy Arola Brooke Siewert New Work Exp Hire Becky Maki Position Director of Disability Counselor Career Counselor File Folder # (secondary) 462470 STEM Sup / Per Coor 261821 Amount $69,216 $33,727 5995 12618 [Duplicate as needed] STATE-APPROVED PROGRAMS OF STUDY AND SELECTED TECHNICAL SKILL ASSESSMENTS SECONDARY AND POSTSECONDARY By FY12, all consortia were to have at least seven (7) state-approved programs of study and, where applicable*, were to identify and implement an appropriate state-approved technical skill assessment in the associated pathway at the secondary and postsecondary levels. Please identify at least seven (7) programs of study you wish to have the state consider for accountability purposes, the technical skill assessment chosen at both secondary and post-secondary for the program of study, the school or college where the assessment is given and the course in which the assessment is given. *Refer to “MDE/MnSCU Position on Technical Skill Assessment Implementation 11/9/11 for further information. Found at http://www.cte.mnscu.edu/programs/mntsa.html State-approved Program of Study In which CTE Program? At which High School? College? Which State-approved Technical Skill Assessment is administered? In which course (use course code) or at what time in the program? 1 2 3 4 5 6 7 [Duplicate as needed] Programs of Study Status Report The consortium is hosting our 4th meeting on June 6, 2012 at Pine Technical College to finalize the MNPOS project in 6 school districts. The districts have had an inservice with Sandy Fabian and have preliminarily entered POS in the following areas on the POS website: Health Science, Human Services, Manufacturing, Agriculture and Natural Resources, Finance, Business Administration and Information Technology. 18 PERKINS WRITTEN IMPROVEMENT PLAN SECONDARY and POSTSECONDARY REPORTS OR IMPROVEMENT PLANS ARE DUE WITH YOUR LOCAL APPLICATION - MAY 2012 Your consortium may have received notification of the need to complete an improvement plan (or plans) if your consortium did not meet its negotiated level of performance on one or more federal indicators. In that notification it stated that you would be required to either prepare a Report describing the indicator(s) where the consortium performance was below the target and asks you to identify general strategies that will be used to improve performance or a Written Improvement Plan that requires more detailed actions used to improve performance. Review the notification letter that you were sent and, within this local application, complete an improvement report or plan, as instructed, using the following template. Please provide adequate detail of the specific strategies or activities planned and thoughtfully describe how your disaggregate data informed your plans. A. Report (R): If a consortium scored between 90 and 99% of their negotiated target for any indicator, please prepare a report describing general strategies the consortium will implement to improve performance. If more than one indicator requires an improvement report, respond to each indicator separately on a new page (duplicating the template as needed). B. Written Improvement Plan: If the consortium scored below the 90% level of their negotiated target for any indicator, a written improvement plan is required. The plan asks for detailed plans of activities, resources, people responsible and timeline for implementation. If more than one indicator requires a plan, respond to each indicator separately in a separate page (duplicating the template as needed). 19 A. Complete for REPORT & PLAN Perkins IV Local Improvement Report Consortium Name: _Pine Tech College I35 Consortium______________________________________________ [Duplicate as needed for additional indicators] Indicator Not Met: ______2P1_________ Negotiated Performance: ______58.36__________ Actual Performance: ___35.25_______ ___ General strategies planned to improve performance: Progress will be measured by a) # of alerts received by counselor b) # of support service contacts provided to students referred on progress alerts c) track withdraws and reasons for withdraws - then provide appropriate supports d) monitor single course drops due to over-scheduled e) provide intrusive advising in specific nursing, auto, manufacturing and gunsmithing f) mentor new students in these programs g) monitor academic good standing status of progress alert students at end of fall semester Comments or context for actual performance (optional): IMPROVEMENT PLAN ONLY B. Complete for Perkins IV Local Improvement Plan Sub-populations or groups where gap exists (could be by demographic characteristic, school, program, other) 2P1 Describe any contextual factors that might contribute to this gap. 62% of our students are part-time and 94% receive some form of financial aid. Students exit programs due to finding employment in the trades before completing a program and due to need to work full-time to provide financial support for their families (70+% are families). Nursing students enter the first year and then don’t meet the academic requirement (2.8 cuml. GPA) to continue. There is no award earned at the end of the first year if students are not eligible for second year. (Acceptance rate averages 58%.) Person(s) Responsible Action steps to improve the performance Identify the strategies/activities that will be taken to achieve the specified goal and improve the Resources Needed quality of CTE programs and core indicator performance 20 Timeline Identify the person(s) who will oversee implementation of strategies and who determines or communicates significant dates or achievement points throughout the year How will progress be documented? Identify how the strategies or activities will be evaluated to measure progress. These measures should be observable or quantifiable. Completion rates will be improved by: a) reduced credit load in first year of nursing from 29 to 19 b) e-progress alert system implemented fall 2013 c) new retention specialist position added summer 2012 to work with retention interventions and support services d) change in sequencing coursework specifically in gunsmithing and automotive Personnel E-alert system Curriculum review committee Fall 2012 through Spring 2013 Retention specialist Counselor Faculty Academic Skills Center Perkins Coordinator Progress will be measured by a) # of alerts received by counselor b) # of support service contacts provided to students referred on progress alerts c) track withdraws and reasons for withdraws - then provide appropriate supports d) monitor single course drops due to over-scheduled e) provide intrusive advising in specific nursing, auto, manufacturing and gunsmithing f) mentor new students in these programs g) monitor academic good standing status of progress alert students at end of fall semester Describe stakeholders involved, process and sources of data used to determine strategies/action steps listed above: All details noted above, including stakeholders and data sources used to track progress. Perkins IV Local Improvement Report Consortium Name: ____Pine Technical College – I-35 _Consortium________________________________________ 93.41 General strategies planned to improve performance: Progress will be measured by partnering with secondary instructors to develop TSA in CIS courses 2013 and provide NOCTI assessments or standard national certifications for accounting, automotive technician (core), computer technology, early childhood development, health assisting, and medical assisting. 21 C. Complete for REPORT & PLAN Perkins IV Local Improvement Report Consortium Name: ____Pine Technical College – I-35 _Consortium_Secondary_______________________________________ Indicator Not Met: 6S1 Negotiated Performance: 68.12 Actual Performance: ____17.74 General strategies planned to improve performance: This will change in FY12 and FY13 due to PLTW classes (all 9th graders will take at least 1 STEM class) at one secondary site. Also, part of the Perkins plan is a new Work Experience program at another secondary site. Comments or context for actual performance (optional): The Pine Consortium has had a strong history in this area (65.01 in 08). IMPROVEMENT PLAN ONLY D. Complete for Perkins IV Local Improvement Plan Describe any contextual factors that might contribute to this gap. Sub-populations or groups where gap exists (could be by demographic characteristic, school, program, other) Students are being redirected from CTE classes for remediation. In the schools with the lowest participation, it was the males that were not participating in NT courses. Females were 46% participation males were at 2.71 or 0% in some schools. Females are taking NT classes but males numbers of participation have dropped. Males in NT Person(s) Responsible Action steps to improve the performance Identify the strategies/activities that will be taken to achieve the specified goal and improve the Resources Needed quality of CTE programs and core indicator performance Agenda item for Secondary Advisory Council Mtg May 3, 2012 data Timeline Identify the person(s) who will oversee implementation of strategies and who determines or communicates significant dates or achievement points throughout the year Becky Maki Implementation of STEM curriculum at HS and ALC FY13 9/12 –5/13 22 How will progress be documented? Identify how the strategies or activities will be evaluated to measure progress. These measures should be observable or quantifiable. Meeting Mintues Data collection Describe stakeholders involved, process and sources of data used to determine strategies/action steps listed above: All details noted above, including stakeholders and data sources used to track progress. Advisory council, secondary administration and vocational staff Consortium Name: ____Pine Technical College – I-35 _Consortium_Secondary_______________________________________ Indicator Not Met: 6S2 Negotiated Performance: 19.28 Actual Performance: 6.61 General strategies planned to improve performance: This should change in FY12 and FY13 due to PLTW classes (all 9th graders will take at least 1 STEM class) at one secondary site. Also, part of the Perkins plan is a new Work Experience program at another secondary site. Comments or context for actual performance (optional): The Pine Consortium has had a strong history in this area (65.31 in 08). Data analysis shows males have low numbers of participation and completion in NT. Female number are strong in both participation and completion numbers (100% NT comp. in 1 district but male numbers are low 0% in the same district. IMPROVEMENT PLAN ONLY F. Complete for E. Complete for REPORT & PLAN Perkins IV Local Improvement Report Perkins IV Local Improvement Plan Describe any contextual factors that might contribute to this gap. Sub-populations or groups where gap exists (could be by demographic characteristic, school, program, other) Males in NT Students are being redirected from CTE classes for remediation. In the schools with the lowest participation, it was the males that were not completing in NT courses.Females are taking NT classes but males numbers of participation have dropped. Person(s) Responsible Action steps to improve the performance Identify the strategies/activities that will be taken to achieve the specified goal and improve the Resources Needed quality of CTE programs and core indicator performance Agenda item for Secondary Advisory Council Mtg May 3, 2012 Data tracking Implementation of STEM curriculum at HS and ALC FY13 Enrollment # 23 Timeline Identify the person(s) who will oversee implementation of strategies and who determines or communicates significant dates or achievement points throughout the year Becky Maki 9/12 –5/13 School staff How will progress be documented? Identify how the strategies or activities will be evaluated to measure progress. These measures should be observable or quantifiable. Meeting Mintues Data collection Describe stakeholders involved, process and sources of data used to determine strategies/action steps listed above: All details noted above, including stakeholders and data sources used to track progress. Advisory council, secondary administration and vocational staff 24 25 STATEMENT OF ASSURANCES & CERTIFICATIONS 1. The eligible sub-recipient shall make this application and Personnel Activity Reports (PAR) available for review and comment by all appropriate parties as outlined in the Carl D. Perkins Career and Technical Education Act of 2006. 2. None of the funds expended under this Act shall be used to purchase equipment (including computer software) in any instance in which such acquisition results in a direct financial benefit to any organization representing the interests of the purchasing entity or its employees or any affiliate of such an organization. 3. Funds made available under this Act cannot be used: (1) to require any secondary school student to choose or pursue a specific career path or major; or (2) to mandate that any individual participate in a career and technical education program, including a career and technical education program that requires the attainment of a federally funded skill level, standard, or certificate of mastery. 4. Federal career and technical education funds shall be used to supplement state and local funds for career and technical education, and in no case to supplant (replace) such state or local funds. 5. The eligible sub-recipient shall comply with all requirements imposed by the grantor agency concerning special legal requirements, program requirements, and other administrative requirements including the completion of Personnel Activity Reports. 6. The eligible sub-recipient shall comply with all regulations, policies, guidelines, and requirements included in the Education Division General Administrative Regulations (EDGAR) as they relate to the application, acceptance and use of federal funds for this project. 7. The eligible sub-recipient shall comply with the Vocational Education Guidelines for eliminating discrimination and denial of services on the basis of race, color, national origin, sex and handicap (45 CFR, Part 80) issued by the Bureau of Occupational and Adult Education, Department of Education and the Office of Civil Rights, March 21, 1979. 8. The eligible sub-recipient shall comply with requirements of the provisions of the Uniform Relocation Assistance and Real Property Acquisitions Act of 1970 (P.L. 91-646) which provides for fair and equitable treatment of persons displaced as a result of federal land federally assisted programs. 9. The eligible sub-recipient shall comply with the minimum wage and maximum hour provisions of the Federal Fair Labor Standards Act, as they apply to hospital and educational institution employees of state and local governments. 10. The eligible sub-recipient shall establish safeguards to prohibit employees from using their positions for a purpose that is, or gives the appearance of being, motivated by a desire for private gain for themselves or others, particularly those with whom they have family, business, or other ties. 11. The eligible sub-recipient shall give the grantor agency or the Comptroller General through any responsible authority access and the right to examine all records, books, papers, or documents related to the awarding of these funds. 12. The consortium district and college administration assure that programs of study have been designed according to the 26 process and document requirements and will serve all populations of learners. I/we hereby certify that the information provided in this local application is true and correct to the best of my/our knowledge, information, and belief, and that the required assurances are given. All approved programs, services, and activities shall be conducted in accordance with state and federal laws, rules and regulations; and in accordance with the Minnesota Department of Education and the Minnesota State Colleges and Universities polices and program standards. ALL STATEMENT OF ASSURANCES AND CERTIFICATIONS MUST BE SIGNED: Consortium Name ____________________________________________________________________ _______________________________________________________ College President Name-Print ______________________________________________________ Postsecondary Signature - College President ____________________ Date College President E-mail_______________________________________________________________ College President Phone Number: ______________________________________________________ ________________________________________________________ _______________________________________________________ District Name – Print ___________________ District Number/Type _________________________________________________________ Superintendent Name-Print _______________________________________________________ Secondary Signature - School Superintendent ____________________ Date Superintendent E-mail _________________________________________________________________ Superintendent Phone Number: _________________________________________________________ [Duplicate as needed] 27 INSTRUCTIONS: Please complete the salmon colored cells of this budget summary programs within your consortium as outlined in the FY13 application. POSTSECONDARY BUDGET FY13 (July 1, 2012 - June 30, 2013) Summary of Funds Designated for Specif *The Grantee shall not expend more than 15% of the grant dollars between July 1 & September 30 of the budget year. The Federa Enter Consortium Name: Pine Technic Federal/State Uses of Funds Goal 1 2 3 4 5 Refer ro the listing of required and permissible local uses of funds Programs of Study Employer, Community and education partnerships Service to Special Populations Continuum of Service Provision (Brokering) Sustaining Consortium Subtotals for each column Administration not to exceed 5% (fiscal and data services) Total Perkins Postsecondary budget Required Activities (GL 384131) $102,943 $102,943 $102,943 Additional information Requested: 1. Coordination time for Perkins Grant (included in Goals 1-5 above) % of Tot Total percentage of time for Coodinators of Perkins (this includes coodinator salary, benefits, and oversight of contracted staff and planned expenditures) No salary take 2. Perkins Grant Collaboration with WorkForce Centers for FY13 A. Total Perkins funds (in dollars) used in collaboration with WorkForce Centers B. Estimated expenditures/in-kind contributions used in collaboration with WorkForce Cente Perkins budget spent in collaboration with WorkForce Centers for FY13 (T Pine Technical College hosts and partners with the Employement and Training Center which h for Perkins funds used in postsecondary * fic Uses al fiscal year does not begin until October 1 of any given year. cal College - I-35 (5-1-12) Projected Budget FY13 Permissible Activities Reserve (GL Reallocation (GL 384131) 384132) (GL 384135) $9,500 2412 Total Budget 9500 2412 102943 0 0 $0 $11,912 $114,855 $0 $11,912 $114,855 tal Time n from Perkins Coordinator Budget $0 $0 rs $500 (PTC's Employment and Training office Total of A + B) $0 as offices and employment specialists in 4 Workforce Centers. INSTRUCTIONS: Please complete the light green colored cells of this budget summary programs within your consortium as outlined in the FY12 application. SECONDARY BUDGET FY13 (July 1, 2012 - June 30, 2013)* Summary of Funds Designated for Specific Uses *The Grantee shall not expend more than 15% of the grant dollars between July 1 & September 30 of the budget year. The Federal fis Enter Consortium Name: Pine Technical - I-35 (5 Federal/State Uses of Funds Goal 1 2 3 4 5 Refer ro the listing of required and permissible local uses of funds Programs of Study Employer, Community and education partnerships Service to Special Populations Continuum of Service Provision (Brokering) Sustaining Consortium Subtotals for each column Administration not to exceed 5% (fiscal and data services) Total Perkins Postsecondary budget Additional information Requested: 1. Coordination time for Perkins Grant (included in Goals 1-5 above) Required Activities (FIN428) 13200 11029 9400 6100 3218.69 $42,948 2878 $45,826 Pro Permissible Activities (FIN428) 11750 $11,750 $11,750 % of Total Time Total percentage of time for Coodinators of Perkins (this includes 2. Perkins Grant Collaboration with WorkForce Centers for FY13 A. Total Perkins funds (in dollars) used in collaboration with WorkForce Centers B. Estimated expenditures/in-kind contributions used in collaboration with WorkForce Centers Perkins budget spent in collaboration with WorkForce Centers for FY13 (Total of A + B) y for Perkins funds used in secondary s scal year does not begin until October 1 of any given year. 5-1-12) ojected Budget FY13 Reallocation Reserve (FIN475) Total Budget 8626.22 21826.22 22779 9400 6100 3218.69 $8,626 $8,626 $63,324 2878 $66,202 Coordinator Budget $3,218 $0 INSTRUCTIONS: Please complete the yellow sections of this Consortium budget summary. F two pages (tabs) of this worksheet. Budget for Each Broad Goal Description (Include information on salary, staff development, supplies and other relevant expenditures – How was the expenditure calculated?) Post-Secondary: a) Student Worker tutoring at $10/hour (15.5 hours/week for 32 weeks) = $5000 b) $500 per district for sub and transportation Programs of Study reimbursement for Technical Skills Assessment workshop ($500 x 6 = $3000) c) Purchase career assessments and results feedback at $50/assessment for 30 Post-Secondary: $402 stipend for each of 6 consortiums districts for substitute Employer, Community and and transportation for high school juniors and seniors to attend Gold Collar Career Day in March 2013 Education Partnerships Post-Secondary: $69,216 for salary and benefits of disability director at 30 Service to Special hours per week. Duties include a) creating mentoring program for students in developmental educatio b) monitoring the new progress report/e-alert system c) Populations facilitating all mini-workshops for fall and spring semesters. $33,727 in salary Secondary 6100 career center support 1740 equip, 1550 sub teacher, staff asst Continuum of support, 2810 supplies (individualized and nonindividualized) Service Provision (Brokering) Secondary 3218 Perkins coordination Sustaining the Consortium Total All Goals List any other relevant information not specified above here: Secondary Goal 1 6626 final year pilot career center staffing, 2000 PLTW staff development, 2400 s Secondary Goal 2 Staffing for new work experience position pilot program year 1, career center sup Figures from the Postsecondary and Secondary budget summaries will be prefilled with data entered o Secondary Budget Secondary Reserve Postsecondary Budget Postsecondary Reserve Secondary Reallocation Postsecondary Reallocation $13,200 $8,626 $0 $9,500 $0 $0 $22,779 $0 $0 $2,412 $0 $0 $9,400 $0 $102,943 $0 $0 $0 $6,100 $0 $0 $0 $0 $0 $3,219 $0 $0 $0 $0 $0 $54,698 $8,626 $102,943 $11,912 $0 $0 stipends for counselors for MNPOS development, 1200 Naviance linkage, 9600 ITV linkage pport including travel (500), Supplies/materials (3006), upgrade of equipment 11750 on the other Total Budget $31,326 $25,191 $112,343 $6,100 $3,219 $178,179 Carl D. Perkins Education Act - Basic Grant - Budget Summary 2012-2013 Consortium Name: Secondary Fiscal Agent District Number and Type: Consortium Secondary Basic Allocation: Consortium Secondary Reserve Allocation: Consortium Secondary Reallocation: Line No. UFARS Obj. Code 01 02 03 04 110 140 141 143 05 06 144 145 07 08 09 146 154 155 10 11 12 13 14 15 16 17 161 162 164 165 168 170 172 185 18 19 20 199 21 22 23 24 25 26 214 218 220 230 235 240 210 27 250 28 251 29 30 31 32 252 270 280 299 Budget Item Administration/Supervision Licensed Classroom Teacher Non-Licensed Classroom Personnel Licensed Instructional Support Personnel Non-Licensed Instructional Support Personnel Substitute Teacher Salaries Substitute Non-Licensed Classroom/Instructional Salaries School Nurse Licensed Nursing Services Certified Paraprofessional and Personal Care Assistant Certified One-to-one Paraprofessional Interpreter for the Deaf School Counselor Security Specialist Non-Instructional Support Physician (evaluation only) Other Salary Payments Salary Adjustments - Full Cafeteria Plans/Cash in Lieu of Benefits TOTAL 100 SERIES FICA/Medicare PERA (Public Employees Retirement Association) TRA (Teachers Retirement Association) Health Insurance Life Insurance Dental Insurance Long Term Disability Insurance Tax Sheltered Annuities/Minnesota Deferred Compensation Plan Employer-Sponsored Health Reimbursement Arrangements (HRA) Other Post-Employment Benefits (Up to or equal to the Annual Required Contribution (ARC)) Workers Compensation Unemployment Compensation Other Employee Benefits Federal Subawards and Subcontracts Amount up to $25,000 Federal Subawards and Subcontracts Amount over $25,000 Data Processing Services (Other Educational Agencies) Communication Services Postage and Parcel Services Utility Services Repairs and Maintenance Services Transportation Contracts With Private or Public Carriers (including federal up to $25,000) Transportation Contracts With Private or Public Carriers federal funds over $25,000 Interdepartmental Transportation (Allocation) Travel, Conventions and Conferences Out-Of-State Travel, Federal Reimbursed Entry Fees/Student Travel Allowances Operating Leases or Rentals 33 303 34 304 35 36 37 38 39 316 320 329 330 350 40 360 41 364 42 43 44 45 46 365 366 368 369 370 47 401 Supplies and Materials - Non Instructional Supplies and Materials - Non430 Individualized Instructional Supplies and Materials - Individualized 433 Instruction 440 Fuels 460 Textbooks and Workbooks 461 Standardized Tests 470 Media Resources 490 Food 491 Commodities 495 Milk Dues, Membership, Licenses and Certain 820 Fees TOTAL NON-SALARY 530 Other Equipment Purchased 531 Depreciation Expense 535 Capital Leases 555 Technology Equipment 590 Other Capital Expenditures Federal and Nonpublic Indirect Cost 895 (Chargeback) TOTAL 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 Unbudgeted amount Pine Technical 6009-61 57,575.69 8,626.22 ************* FIN 428 ************* Administration Application Budget Budget (May not Required (FIN exceed 5% of 428, Crs 000) Basic Allocation) 21,691.69 - Entered by MDE UFARS Object Codes must be used and the expenditures must be directly related to needs identified in your application. ******** FIN 475 ******** Administration Application Budget - Budget (May not Reserve (FIN exceed 5% of 475) Reserve Allocation) Reallocated Funds (FIN 428, Crs 011) Total Budget Expenditures through December 2012 - - - - 21,691.69 - - - - - - - - - - - - - - - - 2,400.00 - - 6,626.22 - - - 9,026.22 - - 24,091.69 - - 6,626.22 - - - 30,717.91 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 500.00 - - - - - 2,000.00 - 2,500.00 - - - - - 2,016.00 - - - - 2,016.00 - 3,800.00 - - - - - 3,800.00 - - 6,316.00 13,490.00 10,800.00 - - 2,000.00 - - - 8,316.00 13,490.00 10,800.00 - - 8,626.22 - - 2,878.00 66,201.91 - 54,697.69 - 2,878.00 2,878.00 - - - - - An Expenditure Detail report showing expenditures by UFARS must accompany the final Budget Summary and should match the expenditures listed above. The final Budget Summary, Equipment Inventory, and Expenditure Detail Report must be submitted for final release of funds. - Budget Narrative: Description of expenditure for each line item Carl D. Perkins Education Act - Basic Grant - Goal 1 Secondary Budget 2012-2013 Goal 1: Designing Programs of Study Consortium Name: Column total Objective # R R R R R Item Career Center Support Staff Dev PLTW Counselor Stipend MNPOS Naviance Support ITV linkage Pine Technical 13,200.00 Amount 8,626.22 Reserve Amount 6,626.22 2,000.00 2,400.00 1,200.00 9,600.00 Reallocated Amount UFARS Object Code 165 366 165 555 555 UFARS Object Description School Counselor Travel, Conventions and Conferences School Counselor Technology Equipment Technology Equipment Notes Expenditures through December 31 Carl D. Perkins Education Act - Basic Grant - Goal 2 Secondary Budget 2012-2013 Goal 2: Effectively Utilize Employer, Community and Education Partnership Consortium Name: Pine Technical Column total Objective # R R R P R Item Staffing Travel Supplies Materials Car Ctr Upgrade equip Career Center Support 22,779.00 Amount 7,523.00 500.00 1,256.00 11,750.00 1,750.00 Reserve Amount Reallocated Amount UFARS Object Code 140 366 430 530 433 UFARS Object Description Licensed Classroom Teacher Travel, Conventions and Conferences Supplies and Materials - Non-Individualized Instructional Other Equipment Purchased Supplies and Materials - Individualized Instruction Notes Expenditures through December 31 Carl D. Perkins Education Act - Basic Grant - Goal 3 Secondary Budget 2012-2013 Goal 3: Improve Service to Special Populations Consortium Name: Pine Technical Column total Objective # R Item Staff Stem Support 9,400.00 Amount 9,400.00 Reserve Amount Reallocated Amount UFARS Object Code UFARS Object Description 140 Licensed Classroom Teacher Notes Expenditures through December 31 Carl D. Perkins Education Act - Basic Grant - Goal 4 Secondary Budget 2012-2013 Goal 4: Provide a Continuum of Service Provision for Enabling Student Transitions Consortium Name: Pine Technical Column total Objective # P R R R Item Career Center Support Career Center Support Career Center Support Career Center Support 6,100.00 Amount 1,740.00 1,550.00 760.00 2,050.00 Reserve Amount Reallocated Amount UFARS Object Code 530 140 430 433 UFARS Object Description Other Equipment Purchased Licensed Classroom Teacher Supplies and Materials - Non-Individualized Instructional Supplies and Materials - Individualized Instruction Notes Expenditures through December 31 Carl D. Perkins Education Act - Basic Grant - Goal 5 Secondary Budget 2012-2013 Goal 5: Sustain the Consortium of Secondary and Postsecondary Institutions Consortium Name: Pine Technical Column total Objective # R Item Perkins Coordination 3,218.69 Amount 3,218.69 Reserve Amount Reallocated Amount UFARS Object Code UFARS Object Description 140 Licensed Classroom Teacher Notes Expenditures through December 31 Carl D. Perkins Education Act - Basic Grant - Secondary Administration Budget 2012-2013 Administrative Activities: Managing the resources, managing the data Consortium Name: Consortium name Budget not to exceed: 2,878.78 Column Total: 2,878.00 Item Admin Fee Amount FIN 428 2,878.00 431.31 - Reserve Amount FIN 475 UFARS Object Code UFARS Object Description 895 Federal and Nonpublic Indirect Cost (Chargeback) Notes Expenditures through December 31 UFARS CODE Rest. Grid Code Y 110 Y 140 Y 141 Y 143 Y 144 Y 145 Y 146 Y 154 Y 155 Y 161 Y 162 Y 164 Y 165 Y 168 Y 170 Y 172 Y 185 Y 199 Y 210 Y 214 Y 218 Y 220 Y 230 Y 235 Y 240 Y 250 Y 251 Y 252 Y 270 Y 280 Y 299 Y 303 Y 304 Y 316 Y 320 Y 329 Y 330 Y 350 Y 360 Y 364 Y 365 Y 366 Y 368 Y 369 Y 370 Y 401 Y 430 Y 433 Y 440 Y Y Y Y Y Y Y Y Y Y Y Y Y 460 461 470 490 491 495 530 531 535 555 590 820 895 ES - OBJECT DIMENSION Title Administration/Supervision Licensed Classroom Teacher Non-Licensed Classroom Personnel Licensed Instructional Support Personnel Non-Licensed Instructional Support Personnel Substitute Teacher Salaries Substitute Non-Licensed Classroom/Instructional Salaries School Nurse Licensed Nursing Services Certified Paraprofessional and Personal Care Assistant Certified One-to-one Paraprofessional Interpreter for the Deaf School Counselor Security Specialist Non-Instructional Support Physician (evaluation only) Other Salary Payments Salary Adjustments - Full Cafeteria Plans/Cash in Lieu of Benefits FICA/Medicare PERA (Public Employees Retirement Association) TRA (Teachers Retirement Association) Health Insurance Life Insurance Dental Insurance Long Term Disability Insurance Tax Sheltered Annuities/Minnesota Deferred Compensation Plan Employer-Sponsored Health Reimbursement Arrangements (HRA) Other Post-Employment Benefits (Up to or equal to the Annual Required Contribution (ARC)) Workers Compensation Unemployment Compensation Other Employee Benefits Federal Subawards and Subcontracts - Amount up to $25,000 Federal Subawards and Subcontracts - Amount over $25,000 Data Processing Services (Other Educational Agencies) Communication Services Postage and Parcel Services Utility Services Repairs and Maintenance Services Transportation Contracts With Private or Public Carriers (including federal up to $25,000) Transportation Contracts With Private or Public Carriers federal funds over $25,000 Interdepartmental Transportation (Allocation) Travel, Conventions and Conferences Out-Of-State Travel, Federal Reimbursed Entry Fees/Student Travel Allowances Operating Leases or Rentals Supplies and Materials - Non Instructional Supplies and Materials - Non-Individualized Instructional Supplies and Materials - Individualized Instruction Fuels Textbooks and Workbooks Standardized Tests Media Resources Food Commodities Milk Other Equipment Purchased Depreciation Expense Capital Leases Technology Equipment Other Capital Expenditures Dues, Membership, Licenses and Certain Fees Federal and Nonpublic Indirect Cost (Chargeback)
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